Tailored motivational messages are helpful to motivate people in eHealth applications for increasing physical activity, but it is not sufficiently clear how such messages can be effectively... Show moreTailored motivational messages are helpful to motivate people in eHealth applications for increasing physical activity, but it is not sufficiently clear how such messages can be effectively generated in advance. We, therefore, put forward a theory-driven approach to generating tailored motivational messages for eHealth applications for behavior change, and we examine its feasibility by assessing how motivating the resulting messages are perceived. For this, we designed motivational messages with a specific structure that was based on an adaptation of an existing ontology for tailoring motivational messages in the context of physical activity. To obtain tailored messages, experts in health psychology and coaching successfully wrote messages with this structure for personas in scenarios that differed with regard to the persona's mood, self-efficacy, and progress. Based on an experiment in which 60 participants each rated the perceived motivational impact of six generic and six tailored messages based on scenarios, we found credible support for our hypothesis that messages tailored to mood, self-efficacy, and progress are perceived as more motivating. A thematic analysis of people's free-text responses about what they found motivating and demotivating about motivational messages further supports the use of tailored messages, as well as messages that are encouraging and empathetic, give feedback about people's progress, and mention the benefits of physical activity. To aid future work on motivational messages, we make our motivational messages and corresponding scenarios publicly available. Show less
Study Objectives To review the Maintenance of Wakefulness Test (MWT) as assessment of daytime sleepiness in the evaluation of treatment effects and driving fitness in central disorders of... Show moreStudy Objectives To review the Maintenance of Wakefulness Test (MWT) as assessment of daytime sleepiness in the evaluation of treatment effects and driving fitness in central disorders of hypersomnolence (CDH). Methods We performed a scoping review of studies using the MWT in patients with CDH (i.e. narcolepsy types 1 and 2, and idiopathic hypersomnia). N = 20 articles were included, comprising 683 patients and 129 controls. MWT effect sizes were compared to the Clinical Global Impression (GCI) scale and the Epworth Sleepiness Scale (ESS). MWT sleep latency was correlated to objective driving performances. The role of motivation was evaluated by comparing MWTs of treatment studies (low motivation) to driving fitness studies (high motivation to stay awake). Healthy controls were compared to norm values. Results MWT and CGI were both impacted by the same treatment; however, the MWT has higher effect sizes and was more sensitive to measure these effects. The MWT correlated fairly to moderately (rho = -0.26 to -0.56; p <= .05) to objective driving performance. Motivation played a major role on MWT sleep latencies (d = 0.76 to 1.43; p <= .001). Current norm values may not be valid, as sleep latency may be impacted by age. Conclusions The MWTs applicability to measure treatment effects in CDH was confirmed, but age-adjusted norm values are needed. For a more complete evaluation of EDS it should be combined with subjective measures. Its reliability for driving fitness evaluation is insufficient, and motivation plays a major role. To predict or monitor driving performance in CDH, valid and easy methods should be developed. Show less
Gestel, L.C. van; Adriaanse, M.A.; Ridder, D.T.D. de 2021
Nudges are defined as small adjustments in the choice architecture that help people perform desirable behavior. How nudges interact with individuals' motivation has not been studied empirically. We... Show moreNudges are defined as small adjustments in the choice architecture that help people perform desirable behavior. How nudges interact with individuals' motivation has not been studied empirically. We conducted three studies with different types of defaults in three different behavioral domains and investigated how defaults and different types of motivation affect choice outcomes. In Study 1, we investigated the effectiveness of a default to stimulate healthy eating choices implemented in a hypothetical online supermarket setting. In Study 2, we used a scenario in which participants could choose from a list of green amenities (either preselected or not). In Study 3, we asked participants whether they wanted to participate in a basic or longer version of our questionnaire, with the longer version option set as the default in the nudge condition. Across these three studies we show that defaults are effective in promoting desirable behavior and that goal strivings and autonomous motivation have additional positive main effects. We did not find evidence that controlled motivation affected behavioral outcomes. Exploratory analyses revealed that amotivation negatively affected behavior, but the measure had poor reliability. No significant interaction effects were observed. Together, these studies imply that both defaults and motivation have main effects on behavior, such that the default sets the anchor from which people can adjust according to the type and strength of their motivation. Implications for the practice and ethics of nudging are discussed. Show less
Key pointsThe zona incerta (ZI) and ventral tegmental area (VTA) are brain areas that are both implicated in feeding behaviour. The ZI projects to the VTA, although it has not yet been investigated... Show moreKey pointsThe zona incerta (ZI) and ventral tegmental area (VTA) are brain areas that are both implicated in feeding behaviour. The ZI projects to the VTA, although it has not yet been investigated whether this projection regulates feeding.We experimentally (in)activated the ZI to VTA projection by using dual viral vector technology, and studied the effects on feeding microstructure, the willingness to work for food, general activity and body temperature.Activity of the ZI to VTA projection promotes feeding by facilitating action initiation towards food, as reflected in meal frequency and the willingness to work for food reward, without affecting general activity or directly modulating body temperature.We show for the first time that activity of the ZI to VTA projection promotes feeding, which improves the understanding of the neurobiology of feeding behaviour and body weight regulation.Both the zona incerta (ZI) and the ventral tegmental area (VTA) have been implicated in feeding behaviour. The ZI provides prominent input to the VTA, although it has not yet been investigated whether this projection regulates feeding. Therefore, we investigated the role of ZI to VTA projection neurons in the regulation of several aspects of feeding behaviour. We determined the effects of (in)activation of ZI to VTA projection neurons on feeding microstructure, food-motivated behaviour under a progressive ratio schedule of reinforcement, locomotor activity and core body temperature. To activate or inactivate ZI neurons projecting to the VTA, we used a combination of canine adenovirus-2 in the VTA, as well as Cre-dependent designer receptors exclusively activated by designer drugs (DREADD) or tetanus toxin (TetTox) light chain in the ZI. TetTox-mediated inactivation of ZI to VTA projection neurons reduced food-motivated behaviour and feeding by reducing meal frequency. Conversely, DREADD-mediated chemogenetic activation of ZI to VTA projection neurons promoted food-motivated behaviour and feeding. (In)activation of ZI to VTA projection neurons did not affect locomotor activity or directly regulate core body temperature. Taken together, ZI neurons projecting to the VTA exert bidirectional control overfeeding behaviour. More specifically, activity of ZI to VTA projection neurons facilitate action initiation towards feeding, as reflected in both food-motivated behaviour and meal initiation, without affecting general activity. Show less
Research has suggested that motivation plays a significant role in language learning but that females tend to be more motivated language learners than males. Content and language integrated... Show moreResearch has suggested that motivation plays a significant role in language learning but that females tend to be more motivated language learners than males. Content and language integrated learning (CLIL) has been suggested as a means of narrowing this motivational gender gap, although there is as yet little empirical evidence to support this claim. In the current study, data regarding the motivation of 581 learners in bilingual and mainstream tracks of Dutch secondary education were analysed for interaction effects in terms of Gender, Education Type, and Year of CLIL study. In this context, it seemed that boys who had chosen bilingual education were the most positive and motivated regarding the learning of English, although girls had more positive attitudes regarding languages in general. No interactions were observed between Gender, Education Type, and Year, suggesting that existing differences may have influenced boys’ decision to follow bilingual education rather than the reverse. Show less
Conducted within the context of the general academic secondary school track in the Netherlands (HAVO), this study sought to investigate motivational differences between learners in bilingual ... Show moreConducted within the context of the general academic secondary school track in the Netherlands (HAVO), this study sought to investigate motivational differences between learners in bilingual (TTO) and in Dutch-language education (NTO). TTO being by now a well- established educational route, certain stereotypes and assumptions exist with regard to the type of learner it attracts. One of these assumptions is that TTO learners are particularly motivated to learn, although lack of previous research in this area means that there is little evidence to confirm that this is the case. As a bilingual approach to education that draws much of its inspiration from Content and Language Integrated Learning (CLIL), and considering recent emphasis on contextual factors and the learning environment in (L2) motivation studies, it might also be assumed that the TTO learning context could have a motivating effect among learners. Again, however, there is little evidence regarding the motivational impact of teaching and learning in TTO specifically. This two-phase study employed a range of methods, from inclusive research using discussions and online forums, to quantitative data collection using learner questionnaires. These were administered to approximately 800 learners in the first three years of HAVO, across four schools. TTO learners appeared to display more characteristics that aligned with various theories of general and language-learning motivation. The most prominent of these characteristics were the integrative motive, a sense of agency, and future self-guides. The motivation of NTO learners appeared less strong, but may also develop differently to that of TTO learners. There was little evidence to suggest that learners’ experience of the TTO learning environment contributed significantly to the maintenance or development of these motivational characteristics, although it may have the potential to do so. Recommendations were made for how both learner-groups might be supported by schools in optimising their individual motivations. Show less
